CSB | SJU - Committee on Academic Computing

Past Award Recipients

2001
Henry Jakubowski, Chemistry

2003
Frank Rioux, Chemistry
Jeanmarie Cook, Communication
Stephen Saupe, Biology

2004
Kelly Berg Nellis, Communication
Sharmistha Self, Economics

2004 Recipient

Kelly Berg Nellis, Communication Department

I use WebCT in several of my classes in a way that attempts to extend the learning environment or utilize the components of the technology to enhance the classroom experience. For each of my classes, I use WebCT to post written material for the classes, including the syllabus, updated schedules of activities, due dates, test reviews, assignments and grading sheets for those assignments, news and research links, links to on-line readings, and the ability for students to check their grades throughout the semester. In my media writing courses, I use WebCT for several specific purposes, including on-line portfolios and on-line peer-editing, among other functions. The courses are practical and, as currently designed, incorporate a lot of skill acquisition along with the theoretical discussions on writing and message strategy. WebCT has assisted the introductory and advanced media writing courses in several ways, including:

Practical activities can be posted for access during class, with students working individually or with partners or teams to complete the daily tasks. These are then posted to WebCT’s publishing house (the bulletin board) as part of the student’s portfolio.

Peer editing can more easily occur with this method, as well. When the work is posted to the publishing house, peers can edit one another’s work using some guided evaluation forms accessible on WebCT, learning how to better recognize errors in others’ and their own work. The students then can send their typewritten evaluation to their partner, print off a copy, or give the partner a hand-written evaluation. The partners then discuss the evaluations.

Like Tom Creed, I have found that in my Communication 103: Media and Society course in particular, I have wanted to have more time for students to reflect on readings and course activities and discussion in ways we sometimes cannot get at in the classroom because of time. At other times, I would like the students to be better prepared for a deeper in-class discussion. Even when they are prepared by completing readings or assignments beforehand, students often are able to process the information in the class discussion or activities on a limited basis. It is only after they leave the classroom that they are able to more fully come to a sense of understanding about – and their own feelings about - something under discussion. I have found that on-line journals posted on WebCT’s bulletin board have helped with these issues, and I have been pleased to be able to use the entries as additional discussion starting points and examples in class, as well as to monitor student understanding of an issue and application of class material.


	Committee on Academic Computing Home Tom Creed Award Criteria & Nomination Process Past Award Recipients 2001 Henry Jakubowski, Chemistry 2003 Frank Rioux, Chemistry Jeanmarie Cook, Communication Stephen Saupe, Biology 2004 Kelly Berg Nellis, Communication Sharmistha Self, Economics		2004 Recipient Kelly Berg Nellis, Communication Department I use WebCT in several of my classes in a way that attempts to extend the learning environment or utilize the components of the technology to enhance the classroom experience. For each of my classes, I use WebCT to post written material for the classes, including the syllabus, updated schedules of activities, due dates, test reviews, assignments and grading sheets for those assignments, news and research links, links to on-line readings, and the ability for students to check their grades throughout the semester. In my media writing courses, I use WebCT for several specific purposes, including on-line portfolios and on-line peer-editing, among other functions. The courses are practical and, as currently designed, incorporate a lot of skill acquisition along with the theoretical discussions on writing and message strategy. WebCT has assisted the introductory and advanced media writing courses in several ways, including: Practical activities can be posted for access during class, with students working individually or with partners or teams to complete the daily tasks. These are then posted to WebCT’s publishing house (the bulletin board) as part of the student’s portfolio. Peer editing can more easily occur with this method, as well. When the work is posted to the publishing house, peers can edit one another’s work using some guided evaluation forms accessible on WebCT, learning how to better recognize errors in others’ and their own work. The students then can send their typewritten evaluation to their partner, print off a copy, or give the partner a hand-written evaluation. The partners then discuss the evaluations. Like Tom Creed, I have found that in my Communication 103: Media and Society course in particular, I have wanted to have more time for students to reflect on readings and course activities and discussion in ways we sometimes cannot get at in the classroom because of time. At other times, I would like the students to be better prepared for a deeper in-class discussion. Even when they are prepared by completing readings or assignments beforehand, students often are able to process the information in the class discussion or activities on a limited basis. It is only after they leave the classroom that they are able to more fully come to a sense of understanding about – and their own feelings about - something under discussion. I have found that on-line journals posted on WebCT’s bulletin board have helped with these issues, and I have been pleased to be able to use the entries as additional discussion starting points and examples in class, as well as to monitor student understanding of an issue and application of class material.
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